An Exploration of Preservice Teachers' Computational Thinking Through Programming

• In Event: Marriott Roundtable Session 6
  In Roundtable Session: Supporting Preservice and In-Service Teachers in Developing Technological Knowledge

Abstract

This study presents a programming unit embedded within a larger educational technology course aimed at supporting pre-service teachers integrate computational thinking (CT) knowledge with content and pedagogy. Lesson plans focusing on the integration of programming in K-8 settings and reflections on programming experiences were collected from 48 pre-service teachers. Results revealed that participants were able to successfully integrate programming with content and pedagogy. However, they struggled to indicate the CT concepts supported by their lessons. This work has implications for university courses that focus on CT skills and contribute to the development of such competencies in pre-service teachers.

Authors

• Soumita Basu, University of Delaware

• Chrystalla Mouza, University of Delaware